Works Cited Doerger, D. (2003). The importance of beginning teacher induction in your School.International Electronic Journal for Leadership in Learning, 7. Retrieved from http://www.ucalgary.ca/iejll/+Daniel+W.+Doerger
Gilles, C., Davis B., & McGlamery, S. (2009). Induction programs that work. Phi Delta Kappan, 92(2), 42-27.
Gonzales, F. & Sosa, A. S. (1993). How do we keep teachers in our classrooms? The TNT Response. IDRA, Newsletter,1, 6-9.
Halford, J. (1998). Easing the way for new Teachers. Educational Leadership. 55(5), 33-36.
Holloway, J. H. (2001). The benefits of mentoring. Educational Leadership, 58(8), 85-86.
Huling, L. & Resta, V. (2001). Teacher mentoring for professional development. ERIC Clearinghouse on Educational Management. (ERIC Document Service No. ED 460125).
Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 30-33.
Kelly, L. M. (2004). Why induction matters. Journal of Teacher Education, 55(5), 438-448.
Kent, A. M., Feldman, P., & Hayes, R. (2009). Mentoring and induction new Teachers into the profession: An innovative approach. International Journal of Applied Educational Studies, 5, 73-95.
Mandel, S. (2006). What new teachers really need. Educational Leadership, 63(6), 66-69.
Moir, E. (2009). Acceleration teacher effectiveness: Lessons learned from two decades of new teacher induction. Phi Delta Kappan, 91(2), 14-19.
National Center for Research on Teacher Learning. (1992). Mentoring in context: A comparison of two U.S. programs for beginning teachers. East Lansing, Michigan: Feiman-Nemser, S. & Parker, M.B.
Odell, S. J & Ferraro, D. P. (1992). Teacher mentoring and teacher retention. Journal of Teacher Education, 43(3), 200-204.
Renard, L. (2003). Setting new teachers up for failure…or success. Educational Leadership, 60(8), 62-64.
Roehrig, G. H., & Luft, J. A. (2006). Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs. Journal of Research in Science Teaching, 43(9), 963-985.
Scott, N. H. (2000). Four years later: Issues in teacher induction.
Smith, T. M., & Ingersoll, R. M . (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.
Tillman, B. A. (2000). Quiet leadership: Informal mentoring of beginning teachers. Momentum, 31(1), 24-26.
Wang, J., Odell, S. J., & Schwille, S. A. (2008). Effects of teacher induction on beginning teachers' teaching: A critical review of the literature. Journal of Teacher Education, 59(2), 132-152.
Wollman-Bonilla, J. E. (1997). Mentoring as a two-way street. Journal of Staff Development, 18, 50-52.
Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving. NASSP Bulletin, 88(638), 41-58.
Wong, H. K. (2001). Mentoring can’t do it all: New teachers learn best from systematic induction programs. Education Week, 20(43), 46-50.
Youngs, P. (2007). District induction policy and new teachers' experiences: An examination of local policy implementation in Connecticut. Teachers College Record, 109(4), 797-836.
Doerger, D. (2003). The importance of beginning teacher induction in your School.International Electronic Journal for Leadership in Learning, 7. Retrieved from http://www.ucalgary.ca/iejll/+Daniel+W.+Doerger
Gilles, C., Davis B., & McGlamery, S. (2009). Induction programs that work. Phi Delta Kappan, 92(2), 42-27.
Gonzales, F. & Sosa, A. S. (1993). How do we keep teachers in our classrooms? The TNT Response. IDRA, Newsletter, 1, 6-9.
Halford, J. (1998). Easing the way for new Teachers. Educational Leadership. 55(5), 33-36.
Holloway, J. H. (2001). The benefits of mentoring. Educational Leadership, 58(8), 85-86.
Huling, L. & Resta, V. (2001). Teacher mentoring for professional development. ERIC Clearinghouse on Educational Management. (ERIC Document Service No. ED 460125).
Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 30-33.
Kelly, L. M. (2004). Why induction matters. Journal of Teacher Education, 55(5), 438-448.
Kent, A. M., Feldman, P., & Hayes, R. (2009). Mentoring and induction new Teachers into the profession: An innovative approach. International Journal of Applied Educational Studies, 5, 73-95.
Mandel, S. (2006). What new teachers really need. Educational Leadership, 63(6), 66-69.
Moir, E. (2009). Acceleration teacher effectiveness: Lessons learned from two decades of new teacher induction. Phi Delta Kappan, 91(2), 14-19.
National Center for Research on Teacher Learning. (1992). Mentoring in context: A comparison of two U.S. programs for beginning teachers. East Lansing, Michigan: Feiman-Nemser, S. & Parker, M.B.
Odell, S. J & Ferraro, D. P. (1992). Teacher mentoring and teacher retention. Journal of Teacher Education, 43(3), 200-204.
Renard, L. (2003). Setting new teachers up for failure…or success. Educational Leadership, 60(8), 62-64.
Roehrig, G. H., & Luft, J. A. (2006). Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs. Journal of Research in Science Teaching, 43(9), 963-985.
Scott, N. H. (2000). Four years later: Issues in teacher induction.
Smith, T. M., & Ingersoll, R. M . (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.
Tillman, B. A. (2000). Quiet leadership: Informal mentoring of beginning teachers. Momentum, 31(1), 24-26.
Wang, J., Odell, S. J., & Schwille, S. A. (2008). Effects of teacher induction on beginning teachers' teaching: A critical review of the literature. Journal of Teacher Education, 59(2), 132-152.
Wollman-Bonilla, J. E. (1997). Mentoring as a two-way street. Journal of Staff Development, 18, 50-52.
Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving. NASSP Bulletin, 88(638), 41-58.
Wong, H. K. (2001). Mentoring can’t do it all: New teachers learn best from systematic induction programs. Education Week, 20(43), 46-50.
Youngs, P. (2007). District induction policy and new teachers' experiences: An examination of local policy implementation in Connecticut. Teachers College Record, 109(4), 797-836.